Workshops 2004
Please send in your workshop proposal (or any questions you have) as soon as possible. It will help to inspire other proposals and attract people to the event.
While you are at it, you may want to register as well. The registration form has room to write your proposal.
| Christine Lindenthaler Austria |
Systemic Inspirations for experiental education The workshop wants to point at the importance of a solution focused attitude in guiding educational processes. I invite to get to know methods how to work on specific – personality oriented – themes with natures materials as symbols and how creativity can be a part of experiental learning. The central exercise in the workshop will be the working on personal biographic aspects by the help of creative techniques with nature materials. |
| Roger Greenaway Britain |
Expanding experience This workshop is about the value of experience in experiential learning. We often take a lot of trouble to generate special experiences, but perhaps rush too quickly to extract learning? This workshop is about various ways of staying with the experience to increase awareness and appreciation of what happened. We will try out some reviewing methods that expand awareness of the experience at the very start of a review. The theme of ‘expanding experience’ is a deliberate contrast to the ‘narrowing down’ that often happens when analysing experience. |
| Lesley Greenaway Britain |
Participatory evaluation At this year’s conference I would like to offer a workshop which explores participatory evaluation using the ‘H form’ method. I would like to offer this as a opportunity for a participatory evaluation of the conference. Also I am keen to work with someone who is interested in running a closing activity for the conference that can be combined with this evaluation activity. |
| Willem Krouwel Britain |
dare2 One dictionary defines adventure as ‘an unusual, exciting and daring experience…’. I’d like to interactively share practice in how we facilitate these, and to consider their developmental benefits. I’ll bring details of my own “John Grimes is missing…” adventure which has been used for over 20 years with adults and young people, and would be keen for others to bring and share examples of adventures that they use. Duration: 60 minutes. |
| Frank Grant Britain |
Driver Behaviour and how this impinges on learning and everday situational behvavior This workshop will explore the barriers to learning though contaminated Drivers such as sexual abuse, self-harm, unresolved trauma and dyslexia. Participants will have an opportuntity to assess their own preferred leaning styles(and teaching styles) as well as Driver Behaviour. In addition, we will expore the Anger/Aggression route for individuals experiencin trauma which is the route through which all individuals will respond in some way with resulting behaviour. |
| Katrin Soidra-Zujev Reeda Tuula Estonia |
AE in Estonia We offer a 15 minutes presentation on adventure education progression in Estonia. especially on work with at-risk-yout as the main target group and the problem concerning commercialization of the field. We hope to bring up a discussion or a brainstorming related to our work with at-risk Youth. |
| Gabriel da Fonseca Silke Körner Germany |
In the search for a centered and relaxed presence As trainers, we have to be open, empathetic and present to support our participants. The concepts of “one point” in the lower abdomen and “Zanshin” (a state of empty-minded attention) as taught in the Eastern martial arts have helped us being more perceptive and our participants to enhance their learning. In this 1.5 hr workshop we will work with simple Aikido exercises to put you in contact with these concepts. |
| Frank Schweinheim Germany |
Exploring and discussing different leadership styles Experiencing leadership styles by leading a new group in a problem-solving-process. A low element, the fiss (combination of mohawk-walk and low-V), assumed as a complex unknown task, is provided to a volunteer who has to generate maximum group performance in a limited amount of time by using effective leading style patterns. Feedback is given by the group after a structured reviewing session. Group size: 10 (+ 5 spectors). Duration: 1.5 hrs. |
| Rüdiger Gilsdorf Germany |
Dramatic inspirations for adventure learning I will introduce a progressive phase model developed by drama therapist Renéé Emunah and explore it’s implications for the adventure field. Issues we will touch upon include
The overall intention of this workshop is to work towards an understanding of experiential – adventure learning which goes beyond traditional methods and boundaries. Participants are invited to share experiences and models of practice which are based on a similar intention. |
| Valentin Kern Bernd Rademaechers Germany |
From the GERMAN to the EUROPEAN ropes course asociation About a year ago the members of the GRCA decided to reakt to the growing non German membership by opening the organisation to all europeans and renaming it ERCA. In this workshop we will present what steps the association has taken to become an organisation for all ropes course practitioners in europe. The goals of the organisation is the sharing of information, the development of safty standarts and generally the promotion of ropes courses for different uses like youth programms, outdoor training and therapy. In the workshop we also want to discuss with the participants how practitioners from different countrys could benefit from such an organisation and how they can become involved. |
| Shira Shvartzun Meira Kober Israel |
The Source The Source is a project that I have invented and developed and it has been running with great success for over two years. It is a “project management” activity that lasts for about two hours, and is limited to 10-12 participants. It involves a supply of water to a customer who has defined his standards. The idea to the project was inspired by the “beer game” by p. Sangey “the learning organisation”. |
| Jac Rongen Netherlands |
Limits, in our minds As I was preparing an archery workshop, I found out that one of the participant could not even lift a bow, let alone pull it. I found a solution, and realized that my initial ‘panic’ had to do more with my limitations as a facilitator than with the participant’sphysical limitations. I would like to show my solution, and then share other solutions that facilitators have found to seemingly impossible situations. |
| Jacek Skrzypczyñski Poland |
Organizational Puzzle Not as simple as it looks yet effective management and communication game in which participants work on common goals from separate locations and often different positions in the organizational structure. They have to make right decisions, agree on plans and forge best strategies to achieve goal. These game quite well tests communication, delegation and leadership skills in the team. I would like to introduce the game, play it and then have some discussion about the findings and its usefulness. 2,5 hrs. |
| Nelson Trindade Portugal |
“to be or not to be … a team” The same activity (same instructions, same rules, same results to get, same material) for two groups but working in different context. So, for one group it will be easy to be a team and for the other group it will be very difficult (impossible??) to get this. Timing: 2 minutes for briefing, 30 minutes for activity and 20 minutes for debriefing. The activity will be done with light material in a room, but it is possible (and more fun) with heavy material in outdoor. |
| Mihaly Kocsis Romania |
The Hanoi Tower – as a teambuilding activity A 30 minutes combined presentation (slide show + hands-on part) of the Hanoi Tower used as an outdoor/indoor teambuilding activity. What is it? – initially a puzzle – and How it can be used as a teambuilding activity? – introduction, rules and application. |
| Svetlana Kondakova Russia |
Teaching English Mr English “Experience Russia” camps-experiential methods in teaching English. Camp presentation, Civilization Rescue game – a set of teambuilding activities for participants to save the world and find out more about their inner universe. Duration 1.5 hours. |
| Ozgur Akbas Turkey |
Theoretical models In this workshop, participants will be introduced to two theoretical models recently formulated in outdoor education: 1. Systems Framework (James T. Neill) 2. A Concurrent Model of the Wilderness Therapy Process (Keith C. Russell) After learning about the models, workshop participants will be encouraged to discuss the role of theory in designing, delivering and managing wilderness based education/therapy programs. Examples of programs which use a theory or a model as their program foundation will be given to instigate the thought process. Participants will co-create and explore how theory is being used by practitioners in outdoor education. Duration 1.5 hours. |
| Tim Pearson US |
Tapping into the Power of Wisdom and Seal Circles Explore the many uses of Wisdom Circles and Seal Circles for teambuilding, trust exercises, leadership development, personal growth, group processing and just pure fun! We don’t have raccoons in Alaska, so we’ve turned Dr. Tom Smith’s Raccoon Circles into Seal Circles, and added a few unique elements of our own. Minimal props: nylon webbing and a talking kayak. (really) |
| Laura Vahue US |
Tidbits A series of fun, easy and easily portable experiences that draw participants quickly to the point of a learning opportunity. Each is designed to be appropriate for multiple applications including Leadership Development, Executive Coaching, Learning about Listening, Programs for Youth and Families to name a few. |